Acute trauma care training in undergraduate medical education programs in Uganda; A cross-sectional survey of final year medical students

Nankabirwa Victoria ¹, Guma Isaac ¹, Kabunga Jonathan ²

¹Faculty of Health Sciences, Busitema University, Mbale, Uganda.
²College of Health Sciences, Makerere University, Kampala, Uganda.
³School of Medicine, Gulu University, Gulu, Uganda.
⁴Faculty of Clinical Medicine & Dentistry, Kampala International University, Ishaka, Uganda.
⁵Mbarara University of Science and Technology, Mbarara, Uganda.
⁶School of Medicine, Kabale University, Uganda.
⁷Habib Medical School, Islamic University In Uganda, Kampala, Uganda.
⁸School of Medicine, King Ceasor University, Kampala, Uganda.
⁹Center for Health Equity in Surgery and Anesthesia, Department of Anesthesia and Perioperative Care, University of California San Francisco, San Francisco, USA.
¹⁰Department of Emergency Medical Services, Ministry of Heath, Uganda.
¹¹ELCHRI Elgon Center for Health Research and Innovation, Department of Anesthesia and Critical Care, Faculty of Health Sciences, Busitema University, Mbale.

⁰Faculty of Health Sciences, Busitema University, Mbale, Uganda.

African Journal of Emergency Medicine : Revue Africaine De La Medecine D'Urgence +

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April 28, 2025

View abstract on PubMed

Summary

Final year medical students in Uganda show varied knowledge in acute trauma care and intermediate confidence in lifesaving skills. Standardizing and enhancing undergraduate trauma training is crucial for better patient outcomes.

Area Of Science

Medical Education
Emergency Medicine
Global Health

Background

Trauma is a leading cause of death and disability worldwide.
Sub-Saharan Africa faces a shortage of specialist emergency care personnel.
Task shifting is a common practice in the region due to personnel limitations.

Purpose Of The Study

To assess the variation in knowledge of acute trauma care among final year medical students in Uganda.
To evaluate the self-perceived confidence of these students in performing lifesaving skills.
To identify areas for improvement in undergraduate trauma education.

Main Methods

A multi-institutional, cross-sectional survey was conducted among final year medical students in Uganda.
Knowledge was assessed using a 25-item standardized multiple-choice test.
Self-reported confidence in performing lifesaving skills was measured on a 5-Point Likert scale.

Main Results

Out of 246 respondents, mean knowledge score was 58.9% with significant variation.
Mean self-perceived confidence was 3.8/5, with higher scores in radiological interpretation and patient assessment.
Lower confidence was reported in trauma patient management and performing life-saving procedures; 60.6% received no dedicated trauma training.

Conclusions

Final year medical students in Uganda exhibit inconsistent knowledge and moderate confidence in acute trauma care.
There is a need to standardize and strengthen acute trauma training at the undergraduate level.
Medical schools require enhanced resources and specialists for effective trauma education.

Keywords:

Acute trauma care Clinical skills Emergency care Medical student Task sharing Task-shifting